Abstract
Teachers’ assessment literacy is a crucial element for effective assessment practices. This study investigated the assessment literacy of 104 Filipino basic education teachers of a non-sectarian private university using descriptive quantitative research methods. The study explored their knowledge in testing, measurement, and data literacy, as well as professional development. Findings revealed that most teachers had limited participation in general professional development but were highly involved in assessment-related activities. Overall, teachers showed satisfactory assessment literacy, with borderline proficiency in data literacy. Assessment literacy levels did not significantly differ by sex, age, educational attainment, field of specialization, years of teaching, or number of professional development trainings. However, the academic level taught significantly predicted assessment literacy, indicating differences in competencies across educational levels. Testing, measurement, and data literacy were positively related to overall assessment literacy and explained its variability. This highlights the need for continuous professional development to enhance teachers' assessment skills and improve educational outcomes, along with better assessment procedures.
